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Understanding and Improving Teachers Use of Assessment

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2. Presentation Overview Framework for PD and Research
CAESL Assessment System
Quality Classroom Assessment
Professional Development in Year 2
Assessment Portfolios
Assessment/Instruction Cycle
Teacher Practitioner Panel
Summary of learnings
Q & A session
Conclusions, Next Steps

3. Research & PD Questions and Goals How and in what ways do teachers develop expertise in classroom assessment?
What does an assessment expertise continuum look like & how can we document it?
What types of learning contexts and experiences support the development of teacher assessment practices?
What tools capture teacher assessment practices?

4. Graphic Slide CAESL ASSESSMENT SYSTEMCAESL ASSESSMENT SYSTEM

5. clarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view)
use this slide to remind of the 4 priority dimensions we selected for RAIM and the researchclarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view)
use this slide to remind of the 4 priority dimensions we selected for RAIM and the research

7. clarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view)
use this slide to remind of the 4 priority dimensions we selected for RAIM and the researchclarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view)
use this slide to remind of the 4 priority dimensions we selected for RAIM and the research

9. Emerging Findings Increased interest in assessment
Increased understandings of assessment
Moderate progress in implementation and understanding of quality assessments and use
Factors in progress
support
high quality materials (curriculum and assessments)

11. Assessment Portfolio Focus

12. clarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view)
use this slide to remind of the 4 priority dimensions we selected for RAIM and the researchclarify that the classroom assessment framework is our product, built upon and linked to CAESL framework but not dictated by it. (Joan’s view)
use this slide to remind of the 4 priority dimensions we selected for RAIM and the research